What are students inquiring in to during ESL?​Students are investigating the many wonders of plants. At the lower grades we have been wondering: Where do seeds come from? How does a seed grow? How tall can a bean plant grow? At the upper grades students are asking: Do plants need soil to grow? How do seeds travel so far? How big is the biggest seed? What do plants need to grow their seeds?

What are some learning engagements that have and will be done in this unit?​The lower grades have watched a seed germinate in a plastic bag observing in detail how it happens. After their seeds germinated, students measured the height of their plants and the length of their roots each day. The upper grades explored soils and how well they hold water, tested different soils on how well they hold water for growing plants, and looked into alternative growing solutions for growing plants in places where water is scarce.

How does do these engagements connect to the PYP?In the beginning we focused on the thinking skills of acquisition of knowledge and comprehension. When we began to research we worked on formulating questions, observing, and collecting and recording data. In the upper grades we took this data and discussed how it would allow us to make informed decisions.

As an ESL teacher, in what way(s) do you find that you most authentically connect with the PYP?​Strong language skills were needed throughout this inquiry. There were many opportunities for students of all profiles to listen to rich language and practice using it with their peers. Many of the PYP skills overlap with the English Language Proficiency Standards. This is where I began the ELD/PYP overlap.